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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Shifting in School-Aged Children With Developmental Language Disorder.

Lauren S Baron1, Asiya Gul1, Annika L Schafer1

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|October 15, 2025
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Summary
This summary is machine-generated.

Children with developmental language disorder (DLD) show slower processing in shifting tasks, despite comparable accuracy to peers. Event-related potentials suggest potential differences in cue processing, requiring further investigation.

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Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Linguistics

Background:

  • Executive functions, including shifting, are often impaired in children with developmental language disorder (DLD).
  • Assessing shifting ability in DLD is challenging due to language demands in typical tasks.
  • Event-related potentials (ERPs) combined with behavioral measures can help differentiate language and shifting effects.

Purpose of the Study:

  • To investigate executive function shifting abilities in children with DLD compared to typically developing (TD) children.
  • To utilize a cued set-shifting paradigm with behavioral and ERP measures to assess shifting.
  • To explore differences in cue-P3 ERP component processing between DLD and TD groups.

Main Methods:

  • A cued set-shifting paradigm was administered to 40 children (20 DLD, 20 TD), aged 8-12 years.
  • Behavioral data (accuracy, reaction time) and ERPs (cue-P3 amplitude/latency) were collected during single-rule and mixed-rule blocks.
  • Comparisons were made across groups and trial types (Switch, Stay, Single).

Main Results:

  • Children with DLD exhibited longer reaction times but similar accuracy compared to TD children.
  • Switching Cost was greater in the DLD group, indicating protracted processing.
  • While ERPs showed differing patterns (reduced P3 amplitude for single cues, delayed processing for switch cues in DLD), statistical significance was not reached.

Conclusions:

  • Children with DLD process cues and responses more slowly than TD peers, despite equivalent accuracy.
  • Electrophysiological data suggest potential differences in cue processing in DLD, warranting further research.
  • The study highlights the utility of combined behavioral and ERP measures for understanding executive function in DLD.